This article explores the possible influence of past practices of institutionalization on discussions involving groups of beginning teachers who are exploring how to include all disabled children in regular classes in New Zealand. As part of a principal lecture about institutionalization, social norms, inclusion and disability rights, beginning teachers were asked to provide feedback about their knowledge of a large local institution – Tokanui Hospital. Two thirds of those responding, many aged under 25 years, reported no knowledge about the institution. However, one third indicated varying amounts of information about Tokanui and those who lived and worked in it. Comments made by the participants indicate that the legacy of institutional practice may influence at least some beginning teachers’ beliefs about inclusion in ways that need more consideration. Some narratives about institutionalisation are generally available but many stories about this period remain hidden. More concerted efforts to find and disseminate these stories are needed.

中文翻译：

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探索制度化对初任教师包容性实践思想的影响

本文探讨了过去的制度化实践对讨论的可能影响，这些讨论涉及一些初学者，他们正在探索如何将所有残疾儿童纳入新西兰的常规班级。在有关机构化，社会规范，包容性和残障权的主要演讲中，要求初任教师就他们对大型当地机构——Tokanui医院的知识提供反馈。受访者中有三分之二（其中许多人的年龄都在25岁以下）表示对该机构不了解。但是，有三分之一的人表示有关Tokanui以及其中生活和工作的人的信息不尽相同。参与者的评论表明，制度实践的遗产可能会以某种需要更多考虑的方式影响至少一些初学者的关于包容的信念。关于制度化的叙述一般都可以找到，但是关于这一时期的许多故事仍然被掩盖。需要更加协调一致的努力来发现和传播这些故事。